ErlandBellUWS

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eBooks – not just something that one can download from Amazon.

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Until this weeks input, I thought eBooks were just something one could download.  I like reading and enjoy the feel of a book between my fingers, I like folding the page to mark my place and being so enthralled in a book that I cannot wait to get back to it.  As a result, I have never, until now, embraced eBooks and although I own digital devices that can be used for downloading a book, I have never used them for this purpose.  With this in mind, prior to this weeks input, my own definition of an eBook was similar to that in the Dictionary “An electronic version of a printed book which can be read on a computer or a specifically designed handheld device” (English Oxford Living Dictionary, 2018).

 

The input this week opened my eyes to the use of eBooks as a learning tool and something that I could use to help deliver outcomes from the Curriculum for Excellence.

 

“Although eBooks can be read on a conventional computer they really come into their own when used with an e-reader” (Jarvis, 2015, p.144).  This was true when, as part of a group, we used the eBook Application (App) called Book Creator on the iPad.  Initially we were tasked with creating a guide to the University of the West of Scotland, and this gave us a good feel of how to use the App.  I enjoyed being able to insert video clips into an eBook as this really created variety within the guide.  Beauchamp suggests mobile devices, such as an iPad offer mobility (Beauchamp, 2017) and applying this to something such as a guide is quite practical should one imagine holding an open event to promote something such as a University.  The ability to insert multimodality into the eBook would mean that one could promote the facility and transport it with ease to a wider audience.  Not only is it practical, it also reduces costs and environmental footprint.  We also reviewed the work of our classmates and using the ‘two stars and a wish’ model received appropriate and beneficial feedback which was particularly useful for the task to come.

 

I then had the opportunity to create my own eBook using the Book Creator App which would review a book I had read.  It was also my opportunity to integrate an outcome from the curriculum for excellence.  Something that I found challenging and interesting was that with this task I did not have to review the Curriculum first.  I had confidence that the benefits brought by the App would hit the mark on the curriculum even after my book was created (So long as I had a plan of sorts).  In this instance, my hope was to promote equality and importance as well as Literacy and Digital Technology.

 

After viewing my eBook, my students would be encouraged to participate in a group talk about the story.  The story itself considers how a small mouse sank a small boat that was full with larger animals and I left the consideration that everyone, no matter how small can have a big impact or make a change.

 

The Curriculum for Excellence outcomes are:

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a.

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a.

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 1-04b / TCH 2-04b.

(Scottish Government, 2008)

Continuation work would aim to meet the following outcome:

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a.

(Scottish Government, 2008)

 

When reviewing the curriculum, I found that my creation would be flexible, and this was the benefit of the eBook!  In this case I had effectively worked ‘back to front’.  Creating the lesson then looking to find where it would be applicable.  Having gained a feel for the App and also having learned from my peers I was able to create a short eBook which was multimodal, portable and creative.   I have not experienced this reverse effect of lesson first, outcome second in the past but attribute it to the increased confidence I am experiencing in the use of technology as the module continues.

 

The increased confidence is something which the document “A Digital Learning and Teaching Strategy for Scotland” sets out. (Education Scotland, 2016).  The benefits of my confidence in using this App will serve to assist me to deliver thoughtful and interesting lessons to the students I teach in the future.

 

eBooks remain something that one can download from Amazon (others available) and the dictionary definition remains relevant.  However, thanks to the input I now see the further benefits they offer and whilst I enjoyed benefiting from the Book Creator App and exploring eBooks I will still, for the meantime, be folding down the corner of my thriller too!

 

References:

Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.

Jarvis, M (2015) Brilliant Ideas for using ICT in the Classroom London: Routledge.

Oxford Dictionary (2018) – E-Book Definition[Online] https://en.oxforddictionaries.com/definition/us/e-book [Accessed 12 February 2018] Author: Oxford University.

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland.  Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050  [Accessed: 12 February 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 12 February 2018]

 

 

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